CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________

ECH-480
COURSE: ________________________________________START DATE: 8/15/2022 10/9/2022
END DATE:________________________

Woodland Acres Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________

SCHOOL STATE: Florida

Rosalina Leon
COOPERATING TEACHER / MENTOR NAME:_____________________________________________________________________________________

Carmen Stone
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1
TOTAL POINTS 159.2

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates (Teacher Candidates (Teacher Candidates (Target level for (Target level for
Supervisor should within this range within this range within this range may Teacher Candidates) Teacher Candidates)
create a plan with the require a Professional require a Professional benefit from a
Teacher Candidate to Growth Plan) Growth Plan) Professional Growth
determine how the Plan)
Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 0 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence The performance of the The performance of the The performance of The performance of The performance of
that the performance Teacher Candidate is Teacher Candidate is the Teacher the Teacher the Teacher
of the Teacher insufficient in meeting underdeveloped in Candidate is Candidate meets this Candidate
Candidate met this this disposition and meeting this disposition developing in meeting disposition and consistently
disposition or expectations for a and expectations for a this disposition and expectations for a exceedsthis
expectations for a Teacher Candidate Teacher Candidate expectations for a Teacher Candidate disposition and
Teacher Candidate during student during student Teacher Candidate during student expectations for a
during student teaching. teaching. during student teaching. Teacher Candidate
teaching. teaching. during student
teaching.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic
expectations for student success. These expectations should be communicated in positive ways. 79

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Andrea engages most students to learn. Those who need to be redirected constantly, tend to get overlooked during whole group instruction. However,
instruction has been differentiated based on ELL student’s needs. Ms. Wright has been making an effort on translating key vocabulary words to assist with
comprehension, as well as adding visuals when needed. During instruction, Ms. Wright does not model academic goals. She solely relies on verbal explanations.
However, when establishing behavioral goals, she models for the students what her expectations are as well as their consequences.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and
embrace the cultural diversity of the community. They should develop and maintain educational 79
communities marked by respect for others. They should interact with their students, fellow educators,
administrators, parents, and other community members with courtesy and civility and establish
relationships characterized by respect and rapport.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Ms. Wright does express interest in some cultural backgrounds of most students. She has developed and maintained an interest for Spanish speaking
students, however there is one child (Persian) where she has not expressed an interest in as fluently as others. CT noted she would like Ms. Wright to begin to speak
to the parents to get a better understanding on their language to incorporate her language, just as consistent as she does with our Spanish speaking students. Even
though Ms. Wright has not begun to communicate with parents and/or make phone calls, she is open to new strategies presented to her.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of
confidentiality, and exercise fairness in all areas including assessment. 80

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Ms. Wright does create a safe learning environment. She models listening and respects each student when they may have a concern, idea, and/or opinion.
As stated prior, Ms. Wright establishes behavioral expectations as well as models which allows the students to be upheld to the same classroom rules and
consequences. However, academically CT noted she has not seen an assessment piece on how Ms. Wright will be grading students on their comprehension
assignment. CT is not sure if Ms. Wright will be grading solely on meeting the standard or an inclusive grade including standard, participation and/or modifications.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role
model within their community. 80

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Ms. Wright maintains a kind and positive demeanor. Ms. Wright is continuing to work on building rapport with students. For this lesson, she provided
praise by saying "good job" and called students friends. She tends to doubt herself often when making classroom decisions. CT wants to see Ms. Wright more as a
leader and a role model to the students in the classroom as well as the school community.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a
professional. Educators should be thoughtful about their professional practice, critically examine it, and 79
seek continual improvement.

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted during reflection, Ms. Wright analyzes her strengths and weaknesses. She can incorporate CT's feedback to make any adjustments that need to be made
during the day including suggested strategies. However, CT would like Ms. Wright to dig deeper as she self-reflects, where she begins to think as a “teacher” on
what will be the best teaching practices in an early childhood classroom using her knowledge of child development. Ms. Wright noted she wants to continue to work
on classroom management and being more stern with students.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Curiosity Score No Evidence

Teacher candidates should promote and support curiosity and encourage active inquiry.
79

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Ms. Wright has shown improvement on asking open-ended questions, however incorporating inquiry-based learning she has not. Ms. Wright and CT are
beginning to focus more on science in the classroom. That may spark up instruction, where students are now solving a problem using the engineer design process.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
92

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)

CT noted Ms. Wright demonstrates honesty in all teaching responsibilities as well as follows through with commitments to others.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Compassion Score No Evidence

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their
relationships with others while providing intellectual, emotional, and spiritual support. 79

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted during instruction, Ms. Wright provides an ample amount of “wait time” when students answer questions. She also provides praise and kindly
communicates to students. CT would like to see an increase in engaging conversation with all students, to begin to build that warm and caring rapport with all
students. Also Ms. Wright can take time to assist students to problem solve when there is a disagreement which will build trust and promote positive peer
relationships in the classroom. For this lesson, she included music and movement, which helped to engage students. She also asked questions such as "What does
always mean" and allowed students to share ideas with the class.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it
applies to the welfare of others in the educational setting. 70

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted within the classroom, Ms. Wright does provide and model expectations during whole group instruction. However, building a classroom community where
students and teacher are familiar with each other on a personal level does not exist. CT would like to see Ms. Wright provide opportunities where students as well as
Ms. Wright begin to build strong and genuine relationships in the classroom. Within the school community, Ms. Wright has not yet participated and/or provided
volunteer opportunities for families.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
79

Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence,
please provide suggestions for improvement and the actionable steps for growth.)
CT noted Ms. Wright is aware of differentiated instruction and most of the times provides engaging lessons. As she reflects she is receptive to feedback and
modifies instruction based on the feedback given. CT would like to see Ms. Wright review learning trajectories and child development to assist with lesson planning
and differentiated instruction to provide a more effective approach in the classroom.

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 CLINICAL PRACTICE EVALUATION 1

STUDENT NAME: Andrea Wright STUDENT NUMBER: 20628788

INSTRUCTIONS
Please review the "Total Scored Percentage” for accuracy and add any optional attachments before completing the "Agreement and
Signature" section.

Total Scored Percentage

79.60 %

AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The
GCU Faculty Supervisor and Cooperating / Mentor Teacher should collaboratively review the performance in each category prior
to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.

GCU Faculty Supervisor E-Signature Carmen Stone esigned on Sunday, September 11, 2022 1:43 PM

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 COLLABORATIVE POST OBSERVATION CONFERENCE SUMMARY
Site Visit 1

Teacher Candidate: Andrea Wright

Date: 11 September 2022
Cooperating Teacher: Rosalina Leon
Supervisor Name: Dr. Carmen Stone

Site Supervisor Observations

Strengths: Andrea is open to new ideas and welcomes feedback so that she can improve her instructional practices.
Please identify specific
methods or techniques
the Teacher Candidate uses
well.
Weaknesses: Andrea will continue to work on lesson planning and building rapport with students.
Please identify specific
actions that demonstrate
needing improvement.

Cooperating Teacher Observations

Strengths: Cooperating teacher Ms. Leon noted Andrea’s strengths include: redirecting students’ behaviors; translating
Please identify specific vocabulary words for Spanish speakers; establishing behavioral expectations during whole group instruction;
methods or techniques the smooth transitioning within the classroom; and receptive to cooperating teacher’s feedback.
Teacher Candidate uses well.

Weaknesses: Cooperating teacher Ms. Leon noted Andrea can continue to work on: showing interest and providing
Please identify specific specific accommodations for all students who may need it; lesson planning (assessments); building a strong
actions that demonstrate and genuine rapport with all students; providing opportunities where pre-K students can also be accountable
needing improvement.
for their work; and correlating lesson planning with child developmental steps.

Teacher Candidate Observations

Strengths: Andrea noted as she brushes up on some Spanish this will help her ELL students understand and engage
Please identify specific better. In this observed lesson, she introduces vocabulary words in English and Spanish. She added she will
methods or techniques the continue to do this and hopefully get better at it with other words in the lesson.
Teacher Candidate uses well.
Weaknesses: Andrea noted she would like to improve classroom management. The students are already not the best
Please identify specific behaved and her mentor believes since they have switched teaching, the students have become confused and
actions that demonstrate gotten a little worse. She added she is an easy going and nurturing person, but feels with this group, she
needing improvement.
needs to be a little sterner!

Goals for Future Development

Describe specific areas Lesson Planning and Building Rapport with Students
where development is
expected and a plan for Andrea will continue to work closely with her cooperating teacher and independently on lesson planning to
achieving each of the
include assessments and differentiation of instruction to include providing accommodations as needed and
identified goals.
opportunities for pre-K students. Andrea will also continue to work to build a strong rapport with students,
which will guide her lesson planning as she better knows her students’ needs and areas where enrichment or
remediation is needed.